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Executive Functioning Skills, College, and Career Readiness

Learning

For the purpose of making the case, it is helpful to open this article by presenting a biological perspective. Sociologist find it important to define Nature (biological) and Nurture (environmental). The Nature versus Nurture perspectives of human development have been an unrelenting debate between natural and social scientists for decades.  Even though there will be comparing and contrasting as it relates to the differing points of view of nature/nurture, the purpose of this article is not to defend either side.  Instead, an attempt to simply describe and explain several dimensions of learning and intelligence will be the focus. Each one of the dimensions will be defined before elaborating on the two dimensions of interest.  The six dimensions are as follows:

  1. Physiological process: Having the ability to acquire information and achieve operates on a biological stage of cells, circuits, and chemical in the brain (Dickman, Standford-Blair, & Rosati-Bojar, 2004).  The brain has infinite ability for processing new and old information.  The human brain and body are the same.  One does not exist without the other.  The brain craves plenty of valuable nutritional care and exposure to social experiences (Dickman & Standford-Blair, 2009).
  2. Social process: As millions of years passed, human’s brain became rich in social experiences and instincts.  The human brain demands attention and belonging to other socialized brains. Social nature allows for memory, language, empathy, sympathy, collaboration, and reasoning. The social component of the brain is expectant, dependent, extended, and oriented to virtue (Dickman, Standford-Blair, & Rosati-Bojar, 2004).
  3. Emotional Process: This part of the brain focuses on attention, judgment, motivation, and reasoning. These are considered changes in the mind and body. Additional changes to be considered are fear, madness, happiness, and enjoyment are all associated with the emotional process (Dickman, Standford-Blair, & Rosati-Bojar, 2004).
  4. Constructive process: the ability to take in new information and use it to your advantage.  The brain embraces patterns for assembling meaning to the incoming information.  The constructed information is habitually and emotionally assessed to see if it is valuable (Dickman, Standford-Blair, & Rosati-Bojar, 2004).
  5. Reflective process: this is a very interesting makeup of the brain.  The brain has the ability to be manipulative, authoritative, collaborative or unifying, as well as promising.  Reflection manipulates information and check choices prior to taking action. Having the ability to be reflective allows the brain to problem solve, socially interact, and make decisions (Dickman & Standford-Blair, 2004).
  6. Dispositional process: the ever amazing brain has the capacity to display its intelligence abilities in a way that is macro, mandatory, and maximizing or minimizing.  The brain is capable of taking on macro patterns of thinking.  Thinking dispositions are biological in nature but advance through social experiences or environmental factors.  Man ability to think, acquire new information, and make new advances is realized to the level to which there is a productive disposition in the driver’s seat (Dickman, Blair, & Bojar, 2004).

The six dimensions described above are all important as it relates to intelligence and learning, nevertheless, I will focus on Physiological and Social nature of learning.  These particular processes of intelligence motivate me to learn more just as the brain intended, always in search of additional knowledge.  The more the brain adsorbs the more the brain is driven to absorb.

There is another part of the hemisphere I am concerned about known as the frontal lobe. The frontal lobe is of importance due to the executive functioning of the frontal  lobe which is able to anticipate future consequences resulting from current actions, to choose between good, bad, better, best, deny inappropriate social actions, as well as, measure similarities and differences.  The frontal lobe impacts critical thinking, problem solving, and complex reasoning (Dickman, Blair, & Bojar, 2004).  Now that I have described the functions of the frontal lobes, I will focus my attention on Attention Deficit Hyperactive Disorder and weak Executive Functioning Skills.

Executive Functioning Skills

First, it is important for me to point out, my wife and I are educated parents of two young men. Educated parents who do not believe in snake oil remedies. Though both of our boys are great young men ages 17 and 21, one of our boys was diagnosed with Attention Deficit Disorder (ADD).  ADHD is a highly genetic, brain-based syndrome that has to do with the regulation of a particular set of brain functions and related behaviors.  Research shows that those with ADHD have abnormalities in how the neurotransmitters dopamine and norepinephrine work to facilitate communication between neurons and activation of various brain functions. Differences in the communication route related to reward and consequence, a pathway involving dopamine activity (Volkow, et al, 2009) have been found to be particularly problematic in the brains of individuals with ADHD, as have brain networks involved in the engagement and regulation of attention. Disruptions in serotonin levels and activity may also play a role, particularly in affecting the modulation and regulation of the dopamine system.  There are skeptics who say ADHD does not exist. If ADHD does not exist, well I have no idea as to what my son and family have dealt with starting from kindergarten through grade 15th and most of all I guess Dobermans fly. Not only does it exist, its functions are in the frontal lobe of the brain. It is important for me to point out we are educated parents and have a more than average educational status with health care, dental, and vision insurance. I mentioned my status for the purpose of providing clarity. In other words, we have been blessed to provide the very best as parents and provide them with the best supports when needed. When we did not have the answers or concerns, we sought help. Skeptics also say ADD & ADHD are all due to poor parenting or uneducated parents. Well, we are not uneducated and though not perfect I would like to think our parenting skills were/are pretty good.

An exceptionally large portion of school age children suffer from poor executive functioning skills. Executive functions are found in the frontal lobe of the brain.  This is valuable information for all educators to understand. Understanding students’ disorders which may impact students’ academic performance and overall behavior, mandate teachers to know the readiness levels of their students for the purpose of differentiating classwork, homework, and understanding the whole child. Executive Functional Skills are a set of processes that all have to do with managing oneself and one’s resources in order to achieve a goal.  “It is an umbrella term for the neurologically based skills involving mental control and self-regulation” (Kahn, & Dietzel, 2008, p. 10).

Dr. Gioia (2002), has identified and defined eight executive functioning skills that are essential to everyone, everyday, and every working moment.  Executive Functioning Skills are as follows:

  1. Inhibition—The capability to prohibit one’s own behavior at any giving time, this include avoiding inappropriate actions and thinking. However, there is another side to inhibition known as impulsivity.  If you have poor ability to prevent yourself from action on your impulses you are considered “impulsive” (Gioia, 2002).
  2. Shift—The ability to move at will from situation to another while behaving appropriately to the situation (Gioia, 2002).
  3. Emotional Control—Having the capacity to modulate emotional responses by bringing rational thought to bear on feelings (Gioia, 2002).
  4. Initiation— The ability to initiate a task or and to individually generate thoughts, responses, and problem-solving techniques (Gioia, 2002).
  5. Working Memory—Capacity to retain and recall information in order to follow through on a task (Gioia, 2002).
  6. Planning/Organization—The ability to oversee present and future-oriented task demands (Gioia, 2002).
  7. Organizational of Materials—Having the ability to be orderly on work, play, and storage spaces (Gioia, 2002).
  8. Self-Monitoring–The ability to measure self’s performance and to compare it against some standard of what is needed or expected (Gioia, 2002).

When students suffer from weak executive functioning skills as a result of nature, all responsible for educating the child in a given year, should be aware of the students’ disorder, disabilities, strengths, or weaknesses in order to effectively educate students.  For example, Differentiated Instruction is a research-based framework that puts a huge amount of attention on variance and diversity.  Differentiated Instruction is designed to properly meet students at their readiness level and nurture their learning towards the intended targets. Every hour on the hour, teachers are to be aware there are different groups of mixed-ability learners.  Therefore, superintendents, administrators, teachers and other stakeholders must ensure instructions are consistently adjusted to meet students’ readiness level (Tomlinson, 2000).  This is a non-negotiable.  Nevertheless, this can only happen if strong leadership is presence at the building and district level. To promote consistent and balanced effectiveness of “How we teach,” district and building administrators must allow for professional development, implementation of research-based strategies such as “Differentiated Instruction” and “Response to Intervention practices in each and every classroom, and ongoing collaboration with colleagues. Many times the collaboration opportunities must include teachers modeling proven techniques for one another.  Effective teachers should be knowledgeable of their subject matter and have the ability to use an array of instructional strategies to adhere to students’ culture and learning styles (Stronge, 2007). It is imperative for educators to adhere to students who suffer from disorders associated with the frontal lobe matters such as Attention Deficit Disorder or processing of information.  District administrators should regularly equip building principals with professional development that focuses on current research-based strategies which enables administrators to work with their entire building staff.  If students with Tourette are considered, it is important to know 70% of students who suffer from Tourette have other concerns such as learning disabilities, processing or ADHD.  More than not, boys tend to suffer from ADD as well as suffer from weak executive functioning skills and in many cases girls go unnoticed when there are concerns, because girls tend to be less active (Kahn, & Dietzel, 2008).  I find this to be valuable knowledge and information that should be used by administrators and teachers in order to meet students were they are both academically and socially.

The Social nature of intelligence is the next of six dimensions I care to expound upon.  The majority of learning comes from observation of others.  The brain has a craving to be social with other like brains.  Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do.  Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guided for action however, difficult for many students (Bandura, 1977, p. 22). These are only a few examples to describe the importance of social nature of intelligence.

Expectations of College

College can be the best four years of one’s life, however, it is a time when students must adapt to obscure situations filled with new challenges and barriers. This transition separates students from their childhood friends. Students are forced into challenging new task, roles, routines, and relationships. It is time for students to put into practice all of the social skills, norms, and expectations taught by their immediate family, because college life allows for more freedom, independence, and responsibility.

Students who suffer with weak executive functioning skills such as organization, working memory, planning, and self-monitoring will have an extremely difficult time in high school and this is especially true when attending college away from home.  Therefore, it is important for students with such concerns to disclose this information to the university staff. The majority of postsecondary systems take a Response to Intervention approach. However, colleges consider students to be adults and cannot mandate students to take advantage of the interventions provided by colleges. Students who suffer from weak executive skills tend to not reach their full potential if they do not take advantage of such offerings and opportunities by improving their weak EFSs and many consistently fail at task. This failure could also lead to learned helplessness and students may drop out of school. Therefore, superintendents, administrators, teachers, parents, colleges, and the community are all necessary elements for educating all, despite disabilities or disorders.  Cortese (2007, p. 1) states, “If we truly want to close the achievement gap we have to find ways to make sure children get a better-than-average education.”  I totally agree with Cortese.  I also understand this nurturing begins with parents, community, educators, and the CEO of the district.

Make no mistake about it, students who suffer from weak executive functioning skills should continue to work on their skills beyond college. The great news is there are interventions and strategies to help with these concerns.  If students disregard improving their skills, it is possible for students to have problems on their jobs and throughout their careers. Poor planning, lack of organization, and weak emotional control can very well lead to departure from school and jobs.

As parents who have a child who deals with ADHD, I find it important to enlighten others who have children dealing with the same concerns or similar concerns. As the adult it’s important to help your child with improving weak executive functioning skills. Parents must be organized and consistently clear for understanding. Work with experts and counselors who will provide the child and family members with strategies that help the child succeed. Family members must continue to be there as long as needed.  Finally, keep your child’s school and teachers in the know, especially if there have been noticeable changes in your student’s behavior or academic performance.

References

Bandura, A. (1997). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

Calvin, W. H. (1996). How brains think: Evolving intelligence, then and now. New York, NY: Basic Books.

Cooper-Kahn, J., & Dietzel, L. (2008). Late, lost, and unprepared: A parent’s guide to helping children with executive functioning. Bethesda, MD: Woodbine House.

Cortese, A. (2007). Get real: Here’s the boost that poor children, their teachers, and their schools really need. Retreived January 5, 2012 form www.aft.org/news

Dickman, M., & Standford-Blair, N. (2009). Mindful leadership: A brain-based framework.Thousand Oaks, CA: Corwin Press.

Dickman, M., Standford-Blair, N., & Rosati-Bojar, A. (2004). Leading with the brain in mind: 101  brain-compatible practices for leaders. Thousand Oaks, CA: Corwin Press.

Gioia, G. (2002). New perspectives on educating children with adhd: Contributions of the executive functions. Journal of Health Care Law & Policy, (5), 124-163.

Mithen, S. (1996). The prehistory of the mind: The cognitive origins of art, religion, and science.  London: Thames & Hudson.

Parent, A., & Carpenter, M.B. (1995). Human neuroanatomy.  Baltimore, MD: Wilkns & Williams.

Sherer, M. (2001). How and why standards can improve student achievement: A conversation  with Rober Marzano.” Education Leadership (September 2001): 14-18.

Stronge, J. (2007). Qualities of effective teachers. Alexandria, VA: ASCD.

Tomlinson, C. A. (2000).  Reconcilable differences: Standards-based teaching and differentiation. Educational Leadership, 58(1), 6-11.

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My mortgage is paid because I graduated from Grambling State University, “Where Everybody is Somebody.”

 

 

One of the best things that ever happened to me is the fact  I graduated from Grambling State University, “Where Everybody is Somebody.” A fabulous institution of higher education. At GSU, the professors were intentional about building strong relationships with students. They also set high expectations for students. We had to be in class on time with our chapters read, homework completed, and our assignments up to standard prior to submitting them. Many insisted we were well groomed and looked like college students.  Not only did professors and staff ensure we were successful academically, when we were having problems they were there to listen and provide suggestions if needed. They never turned their backs on us. They realized the struggle and  what it takes for African American Students to survive in orders to be successful. There were times when students could not afford to travel home for the holidays. Therefore, they invited students over to share the holiday with their family. Attending Grambling State University was an awesome experience for me to say the least. My two black boys are reaping the benefits due to me graduating from Grambling State with my Bachelor and graduate degree. However, the photo is of me graduating with my PhD from Cardinal Stritch University in Milwaukee, Wisconsin.

Recent reports are showing there has been a surge in enrollment as it relates to HBCUs. This is awesomely awesome. HBCUs graduate more African American students than any other postsecondary institution.

I just had to take time to comment on Maddy Kadish’s article. I absolutely admire it. Keep up the great work Maddy Kadish.  Great work!!

Please see the article written by Maddy Kadish below.

 

When Institutions Foster More Than Education
February 17, 2017 | By Maddy Kadish

Tell Them We Are Rising: The Story of Historically Black Colleges and Universities
tell-them-we-are-rising-01
A still from Stanley Nelson’s film Tell Them We Are Rising: The Story of Historically Black Colleges and Universities.
“An educated black population could not be a enslaved black population,” Kimberlé Crenshaw, Executive Director of the African American Policy Forum states during an interview featured in filmmaker Stanley Nelson’s documentary, Tell Them We Are Rising: The Story of Historically Black Colleges and Universities. Crenshaw describes the illegal nature of teaching an enslaved person to read and write, contrasting literacy with the legality of teaching virtually anything else.
Tell Them We Are Rising chronicles the story of historically black colleges and universities (known collectively as HBCUs) and their impact on African Americans, and American history, culture, and identity– over their 170-year history. While the film holds particular meaning for African Americans, understanding the purpose and struggle for an education underscores the power and importance that an education holds. “Without an education, it’s easier to be enslaved and to be tricked, not fully aware of what’s really going on,” said Nelson. “That’s not just for black folks, that’s with everybody.”
Produced by Firelight Films, the documentary premiered at the 2017 Sundance Film Festival and is Nelson’s ninth World Premiere at the festival. Others include The Murder Of Emmitt Till (winner of Sundance Film Festival Special Jury Prize for Documentary in 2003), Freedom Riders (a three-time Emmy winner which premiered at Sundance in 2010), and The Black Panthers: Vanguard Of The Revolution (Sundance 2015).
“This story was personal to me in that both my parents went to black colleges which afforded me the life that I had,” said Nelson. “My father grew up in Washington DC and wasn’t thinking about going to college. But he saved up the money to register for Howard University and he became a successful dentist. That’s part of why I’m sitting here today.”
tell-them-we-are-rising-02Nelson outlines the long and complex history of HBCUs – and in fact the history of the US – in his 83-minute film, showing us how the political is personal. Through interviews with historians, scholars, HBCU graduates and current students, the film describes HBCU’s nascent beginning during slavery, their role in the civil rights movements (and in resistance movements in general), and shows viewers the present day, where a Millennial describes choosing an HBCU so that she had a place where she no longer is in the minority.
Rare, archival photographs and footage do much of this work as well. The film begins with grainy and rare photographs of students in contraband schools, where fugitive slaves learned to read and write during the Civil War– defying laws against educating enslaved people. Next the film includes footage from 1930s and ’40s of students learning and socializing at HBCUs, as well as images from the project at Howard University for the National Association for the Advancement of Colored People (NAACP). The project documented and contrasted the conditions of schools for African-American and white children across the south. This later helped to turned the tide against segregation in schools. The documentary also includes images of football games, marching bands, and graduations at HBCUs from the 1930s to the present day. “One of the reasons why I chose to do this film is that there are great witnesses who could tell this story,” said Nelson. “As we go further back in history, we used great pictures and photographic evidence from all these colleges, which have never been seen before. We unearthed a great archive, a treasure trove.”
This film, financed in part by the National Endowment for the Humanities, PBS, Corporation for Public Broadcasting, Independent Lens, and ITVS, is the centerpiece of HBCU Rising, an online project that features audio and video shorts, HBCU college tours, and a crowd-sourced HBCU digital yearbooks across different media.
“I wanted to tell this great story in a way that entertains,” said Nelson. “If you can tell this history in an entertaining way, you can begin to open people’s minds and help them see things in a different way.”
Nelson is a MacArthur “Genius” Fellow (awarded in 2000), received the National Humanities Medal presented by President Barack Obama in 2013, and, in 2016, he received a Peabody Award “for his pursuit of social justice as a documentary filmmaker.” The story of HBCUs may not be a common one, but it is an important one to tell – and to witness.

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The Importance of Non-Academic Factors and College Readiness

Most parents, dream of their children’s graduation from college and successful careers, this is especially true for parents who have not attended any higher education institutions (Conley, 2010). Parents rely on high schools to provide the academic preparation necessary for college success. However, high school graduation does not necessarily equate with college readiness. Many students are not prepared for success in college (ACT, 2012).

It’s well established that GPA, rigorous course completing, and American College Testing (ACT) scores greatly impact students’ college preparedness and students’ ability to meet first year of college demands.  These are known as academic factors. Though academic factors are extremely important, this article is for the purpose of providing insight on Non-Academic Factors that improve college preparedness as well as retention beyond the first year of college.

High School to Post-Secondary

The transition to post-secondary institutions is a huge life change for all students. (Tinto, 1993). In his theoretical model, Tinto (1993) focuses on several predictors of retention and success in college.  Academic and nonacademic preparation during K-12 and adjusting to college life are more likely to predict students who drop out of college during their freshman year. Students drop out for many reasons such as a lack of financial aid, being unprepared for college therefore students cannot meet academic rigor, personal reasons, and inability to adapt to their chosen institution.

Tinto (1993) suggests that “college ready” transition to college is categorized under Academic and Non-Academic adjustments. Academic adjustment enables students to grasp at least minimum standards regarding academic performance. Non-academic indicators include, social integration, becoming actively involved, and building relationships with faculty, psychological and physical stability and individual’s ability to fit with the institution, and a sense of belonging. College can be the best four years of one’s life, however, it is a time when students must adapt to obscure situations filled with new challenges and barriers. This transition separates students from their childhood friends. Students are forced into challenging new task, roles, routines, and relationships. It is time for students to put into practice all of the social skills, norms, and expectations taught by their immediate family, because college life allows for more freedom, independence, and responsibility. As a result of this transition, identity transformation also takes place, which forces students to choose their own actions. Therefore, it is imperative for the universities to implement interventions that are designed to serve the well-being of students, which enhance retention. Non-academic factors are just as important as academic factors. Social integration and college support are imperative components for student’s endurance (Tinto, 1975, 1993). Tinto disclosed that less than 25% of students who dropout from postsecondary schools, are related to academic problems. Majority of students cut ties due to failure with integration. Students become unhappy with college life expectancies and develop feelings of isolation. Tinto’s Longitudinal model of Departure describes an “interactive model of student departure” (p. 112) and as “primarily sociological in character” (p. 113). Tinto (1987) put forward as a basis of argument that students prior to college experiences such as psychological skills, family background, secondary schooling, impacts student goals and resilience. As a result, students’ goals influence university experiences

Non-Academic Factors

The author’s areas of focus for this article are Non-Academic factors.  Non-Academic factors are seldom acknowledged when considering whether or not a student is college ready.  Consequently, non-academic factors can be strong predictors as it relates to preparing students to persevere through rigorous coursework and calculated expectations of postsecondary institutions. School districts more than not, solely focus on Academic factors such as rigorous coursework completion, HSGPA, and ACT scores and never consider other factors associated with students’ college preparedness. Non-academic factors such as students’ confidence, self-motivation, finances, social support, family support, and some researchers would say the most important non-academic factor is social integration. Social Integration is considered a postsecondary student’s ability to connect with others through joining organizations, meeting and building relationships with new positive friends, and developing friendships with college employees (Tinto, 1975). These practices reduce the chances of students feeling home sick or a sense of loneliness.  Both contribute to students dropping out of college.

All students who enter college have gone through K-12 exposed to contrasting experiences. Research findings by Stupinsky, Renaud, Perry, Ruthig, Haynes, and Clifton (2007) suggest individual differences have a major impact on students’ post-secondary achievement. Adaptability, endurance, motivation, self-efficacy, self-control, mindset and self-regulation leverage how students react to academic expectations of college, college life expectations, and transitioning.  Mind-sets are the attitudes, beliefs, and emotions students have about themselves and schooling (Dweck, 2006; Walton, & Cohen, 2011). Examples include engagement, motivation, self-efficacy, and persistence (Robbins et al., 2004).

Academic preparedness cannot live in isolation. Students who complete AP courses, score high on ACT/SAT, and earn high grade point averages are less likely to drop-out of college due to poor academic performance. Instead, dropping out is possibly due to their inability to integrate socially as well as not being motivated by their college selection.  First year students who join orientation programs have a higher success rate in college opposed to students who do not participate in such social clubs. Research findings also suggest students who were admitted to colleges with a low ACT score and grade point average but yet had strong social connections and supports, had much better graduation success (Schnell, 2003). These findings also “suggest students’ entering characteristics play an important role in persistence to graduation, but potential for success can be increased with the addition of first-year programs” (Lotkowski, Robbins, & Noeth, 2004, p. 14).  Furthermore, research results support the notion that when schools consider pre-college academic strength such as GPA, ACT scores, and non-academic predictors students’ performance increases and the same can be said for their sustainability through rigorous post-secondary years.  ACT (2010; 2012) research shows that differences in college success across racial/ethnic and income groups narrow when students have the requisite academic achievement and relevant nonacademic skills (Robbins, 2004; 2006).  

Alliance of Academic and Non-Academic Factors

College retention programs can do a better job of retaining students by combining both academic and non-academic factors. The most compelling alliance to retention happens when academic and the most important non-academic factors are parallel to each other (Asera, 1998; O’Brien & Shed, 2001; Tucker, 1999). Many students with poor academic performance still endure the rigor of college due to their social integration and feelings of belonging with their chosen college. Universities that implement programs that embraces mentoring and support groups into their school’s mission, enhances levels of student involvement, motivation, and academic self-confidence. As a result, students ultimately remain committed to the institution (Padgett & Reid, 2003). Interventions will help keep students actively engaged as well as help students meet the expectations of academia and college life transitions.

 

References

ACT, Inc. (2010). The condition of college and career readiness. Retrieved from http://web.ebscohost.com.www.libproxy.wvu.edu/ehost/

ACT, Inc. (2012). Creating your explore and plan: Road map to student success. Retrieved from http://www.act.org/education/benchmarks.html

Asera, R. (1998). Supporting student persistence. Black Issues in Higher Education, 15(10), 104.

Conley, D. T. (2010). College and career ready: Helping all students succeed beyond high school. San Francisco, CA: Jossey-Bass.

DeBerard, M. S., Speilmans, G. I., & Julka, D. (2004). Predictors of academic achievement and retention among college freshmen: A longitudinal study. College Student Journal, 38(1), 66-80.

Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Ballantine.


Lotkowski, V., Robbins, S., & Noeth, R. (2004). The role of academic and non-academic factors in improving college retention. ACT, Inc.

Padgett, V. R., & Reid, J. F., Jr. (2003). Five-year evaluation of the student diversity program: A Retrospective quasi-experiment. Journal of College Student Retention: Research, Theory & Practice, 4(2), 135-145.

Stupinsky, R. H., Renaud, R. D., Perry, R. P., Ruthig, J. C., Haynes, T. L. & Clifton, R. A., (2007). Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement. Social Psychology of Education, 10, 303-330. doi: 10.1007/s11218-007-9020-4

Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89-125.

Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.

Tinto, V. (1988). Stages of student departure: Reflections on the longitudinal characteristics of students leaving. Journal of Higher Education, 59, 438-455.

Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago, IL: University of Chicago Press.

Tinto, V. (2012). Moving from theory to action: A model of institutional action for student success. In A. Seidman (Ed.), College student retention: Formula for student success (pp. 255-256). Lanham, MD: Rowman & Littlefield Publishers, Inc.

Vroom, V. H. (1964). Work and motivation. San Francisco, CA: Jossey-Bass.

Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves

academic and health outcomes of minority students. Science Magazine, 331, 1447-1451

Wimberly, G. L., & Noeth, R. J. (2005). College readiness begins in middle school. ACT policy report. Ames, IA: ACT, Inc.

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The Importance of Non-Academic Factors and College Readiness

Most parents, dream of their children’s graduation from college and successful careers, this is especially true for parents who have not attended any higher education institutions (Conley, 2010). Parents rely on high schools to provide the academic preparation necessary for college success. However, high school graduation does not necessarily equate with college readiness. Many students are not prepared for success in college (ACT, 2012).

It’s well established that GPA, completing rigorous coursework , and high American College Testing (ACT) scores greatly impact students’ college preparedness and students’ ability to meet first year of college demands.  These are known as academic factors. Though academic factors are extremely important, this article is for the purpose of providing insight into Non-Academic Factors that improve college preparedness as well as retention beyond the first year of college.

High School to Post-Secondary

The transition to post-secondary institutions is a huge life change for all students. (Tinto, 1993). In his theoretical model, Tinto (1993) focuses on several predictors of retention and success in college.  Academic and nonacademic preparation during K-12 and adjusting to college life are more likely to predict students who drop out of college during their freshman year. Students drop out for many reasons such as a lack of financial aid, being unprepared for college therefore students cannot meet academic rigor, personal reasons, and inability to adapt to their chosen institution.

Tinto (1993) suggests that “college ready” transition to college is categorized under Academic and Non-Academic adjustments. Academic adjustment enables students to grasp at least minimum standards regarding academic performance. Non-academic indicators include, social integration, becoming actively involved, and building relationships with faculty, psychological and physical stability and individual’s ability to fit with the institution, and a sense of belonging. College can be the best four years of one’s life, however, it is a time when students must adapt to obscure situations filled with new challenges and barriers. This transition separates students from their childhood friends. Students are forced into challenging new task, roles, routines, and relationships. It is time for students to put into practice all of the social skills, norms, and expectations taught by their immediate family, because college life allows for more freedom, independence, and responsibility. As a result of this transition, identity transformation also takes place, which forces students to choose their own actions. Therefore, it is imperative for the universities to implement interventions that are designed to serve the well-being of students, which enhance retention. Non-academic factors are just as important as academic factors. Social integration and college support are imperative components for student’s endurance (Tinto, 1975, 1993). Tinto disclosed that less than 25% of students who dropout from postsecondary schools, are related to academic problems. Majority of students cut ties due to failure with integration. Students become unhappy with college life expectancies and develop feelings of isolation. Tinto’s Longitudinal model of Departure describes an “interactive model of student departure” (p. 112) and as “primarily sociological in character” (p. 113). Tinto (1987) put forward as a basis of argument that students prior to college experiences such as psychological skills, family background, secondary schooling, impact students’ goals and resilience. As a result, students’ goals influence university experiences.

Non-Academic Factors                                                                                              

The author’s areas of focus for this article are Non-Academic factors.  Non-Academic factors are seldom acknowledged when considering whether or not a student is college ready.  Consequently, non-academic factors can be strong predictors as it relates to preparing students to persevere through rigorous coursework and calculated expectations of postsecondary institutions. School districts more than not, solely focus on Academic factors such as rigorous coursework completion, high school grade point average (HSGPA), and ACT scores and never consider other factors associated with students’ college preparedness. Non-academic factors such as students’ confidence, self-motivation, finances, social support, family support, and some researchers would say the most important non-academic factor is social integration. Social Integration is considered a postsecondary student’s ability to connect with others through joining organizations, meeting and building relationships with new positive friends, and developing friendships with college employees (Tinto, 1975). These practices reduce the chances of students feeling home sick or a sense of loneliness.  Both contribute to students dropping out of college.

All students who enter college have gone through K-12 exposed to contrasting experiences. Research findings by Stupinsky, Renaud, Perry, Ruthig, Haynes, and Clifton (2007) suggest individual differences have a major impact on students’ post-secondary achievement. Adaptability, endurance, motivation, self-efficacy, self-control, mindset and self-regulation leverage how students react to academic expectations of college, college life expectations, and transitioning.  Mind-sets are the attitudes, beliefs, and emotions students have about themselves and schooling (Dweck, 2006; Walton, & Cohen, 2011). Examples include engagement, motivation, self-efficacy, and persistence (Robbins et al., 2004).

Academic preparedness cannot live in isolation. Students who complete AP courses, score high on ACT/SAT, and earn high grade point averages are less likely to drop-out of college due to poor academic performance. Instead, dropping out is possibly due to their inability to integrate socially as well as not being motivated by their college selection.  First year students who join orientation programs have a higher success rate in college opposed to students who do not participate in such social clubs. Research findings also suggest students who were admitted to colleges with a low ACT score and grade point average but yet had strong social connections and supports, had much better graduation success (Schnell, 2003). These findings also “suggest students’ entering characteristics play an important role in persistence to graduation, but potential for success can be increased with the addition of first-year programs” (Lotkowski, Robbins, & Noeth, 2004, p. 14).  Furthermore, research results support the notion that when schools consider pre-college academic strength such as GPA, ACT scores, and non-academic predictors students’ performance increases and the same can be said for their sustainability through rigorous post-secondary years.  ACT (2010; 2012) research shows that differences in college success across racial/ethnic and income groups narrow when students have the requisite academic achievement and relevant nonacademic skills (Robbins, 2004; 2006).

Alliance of Academic and Non-Academic Factors

College retention programs can do a better job of retaining students by combining both academic and non-academic factors. The most compelling alliance to retention happens when academic and the most important non-academic factors are parallel to each other (Asera, 1998; O’Brien & Shed, 2001; Tucker, 1999). Many students with poor academic performance still endure the rigor of college due to their social integration and feelings of belonging with their chosen college. Universities that implement programs that embrace mentoring and support groups into their school’s mission, enhances levels of student involvement, motivation, and academic self-confidence. Consequently, students ultimately remain committed to the institution (Padgett & Reid, 2003). Interventions will help keep students actively engaged as well as help students meet the expectations of academia and college life transitions.

References

ACT, Inc. (2010). The condition of college and career readiness. Retrieved from http://web.ebscohost.com.www.libproxy.wvu.edu/ehost/

ACT, Inc. (2012). Creating your explore and plan: Road map to student success. Retrieved from http://www.act.org/education/benchmarks.html

Asera, R. (1998). Supporting student persistence. Black Issues in Higher Education, 15(10), 104.

Conley, D. T. (2010). College and career ready: Helping all students succeed beyond high school. San Francisco, CA: Jossey-Bass.

DeBerard, M. S., Speilmans, G. I., & Julka, D. (2004). Predictors of academic achievement and retention among college freshmen: A longitudinal study. College Student Journal, 38(1), 66-80.

Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Ballantine.

Lotkowski, V., Robbins, S., & Noeth, R. (2004). The role of academic and non-academic factors in improving college retention. ACT, Inc.

Padgett, V. R., & Reid, J. F., Jr. (2003). Five-year evaluation of the student diversity program: A Retrospective quasi-experiment. Journal of College Student Retention: Research, Theory & Practice, 4(2), 135-145.

Stupinsky, R. H., Renaud, R. D., Perry, R. P., Ruthig, J. C., Haynes, T. L. & Clifton, R. A., (2007). Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement. Social Psychology of Education, 10, 303-330. doi: 10.1007/s11218-007-9020-4

Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89-125.

Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.

Tinto, V. (1988). Stages of student departure: Reflections on the longitudinal characteristics of students leaving. Journal of Higher Education, 59, 438-455.

Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago, IL: University of Chicago Press.

Tinto, V. (2012). Moving from theory to action: A model of institutional action for student success. In A. Seidman (Ed.), College student retention: Formula for student success (pp. 255-256). Lanham, MD: Rowman & Littlefield Publishers, Inc.

Vroom, V. H. (1964). Work and motivation. San Francisco, CA: Jossey-Bass.

Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science Magazine, 331, 1447-1451

Wimberly, G. L., & Noeth, R. J. (2005). College readiness begins in middle school. ACT policy report. Ames, IA: ACT, Inc.

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Transformational Change as a new Building Leader

Introduction/Background

Social change tends to change ones’ attitudes, behaviors, laws, policies and institutions for the sake of inclusion, fairness, variance, and opportunity. Change involves collective actions of individuals who are closest to the organization or social problems.  This allows stakeholders opportunities to develop solutions that address pressing social issues or ills.

People have their daily routines down and people feel their way is beneficial to them, however, never realizing how significantly harmful to the entire organization.   As one reflects over the development of this great land we call The United States of America, we are quickly reminded of the heavy price many paid as a result of social change, or should I say many lives were taken due to opposing viewpoints brought on by change.  Just think some people prefer to harm you for having a difference of opinion instead of simple conversation that may result in a constructive compromise.

Role of Leaders in Student Achievement

“The purpose of supervision should be the enhancement of teachers’ pedagogical skills, with the ultimate goal of enhancing student achievement” (Marzano, Frontier, & Livingston, 2011, p. 3).  School administrators are top officials responsible for establishing objectives to meet the needs of students, educators, parents, and the community.  Superintendents meet these needs by implementing detailed policies and guidelines for schools within their districts.  Superintendents are to make sure all schools perform proficiently and enforce all rules and regulations established by the Board of Education.  Assessments provide concrete evidence of success on the part of the student, teacher, and the system. To ensure principals are savvy, superintendents must make sure principals gain necessary knowledge to be successful.  In most urban and rural locations, which usually have high numbers of low-performing students, high-poverty schools, and ineffective teaching practices, it can be challenging for districts to attract and maintain great principals and teachers.  Professional development received by the principals should be visible and consistently demonstrated by administrators and all involved in the educational process throughout the organization for the sake of student success. In the next section, the author makes the case for adaptive change and the challenges that comes when trying to shift mindsets of the organization.

Personal Theory of Leadership

A leader is an energetic, enthusiastic, and passionate leader with a clear vision and ability to lead positive changes in followers.

Transformational leadership can very well be defined as an energetic, enthusiastic, and passionate leader who leads to positive changes in those who follow. Transformational leaders are also inspired to help every member of the organization excel in order to protect the organization.   I was disappointed to see that Transformational Leaders tend to communicate poorly because of expectations that people should know what to do.  Overall, I am pleased with all of the positive that comes with being a Transformational Leader.

James MacGregor Burns has been credited for introducing the concept of Transformational Leadership.  Burns (1978) believed, transformational is transparent when “leaders and followers make each other advance to a higher level of moral and motivation” (Bruns, 1978).  Transformational leaders tend to have strong personality with a great vision.  These leaders have the ability to motivate followers to change their views or positions, perceptions and consistently strive for commonality within the institution (Burns, 1978).

As time progressed, Bernard M. Bass followed the path of Burns.  Needless to say, Bass expanded James Burns’ original thoughts regarding transformational leadership.  Bass (1985) suggested transformational leaders earn trust, respect, and admiration from their followers.  Bass believes there are four different components of transformational leadership.

  1. Intellectual Stimulation—Not only do transformational leaders challenge the status quo; they tend to promote creativity among followers.  They motivate followers to explore new ways of doing things and new chances to learn (Bass, 1985).
  2. Individualized Consideration—Transformational leadership also involves offering support and encouragement to individual followers. To keep this support, transformational leaders keep their lines of communication open so members of the organization feel comfortable to approach the bench and offer solutions (Bass, 1985).
  3. Inspirational Motivation—Transformational leaders have a clear vision that each member of the institution is able to articulate (Bass, 1985).
  4. Idealized Influence—The transformational leader usually takes the hit for the team. Transformational leaders serve as a role model for others involved in academic process.  As a result, of the followers trust and respect for the leader, they mimic their leader and internalize the leader’s ideals (Bass, 1985).

Transformational leaders are never in their office hiding out.  They are usually visible and will stand up to be counted.  Transformational leaders show by their attitudes and actions how everyone else ought to behave.  These leaders make habitual efforts to rally their members, consistently doing the rounds, listening, soothing and enthusing (Bass, 1990).  Transformational leaders apply sustain motivation for their followers.  Small changes get big recognition.  This technique of recognizing and praising accomplishments keep members of the organization motivated.

When I received the call from my direct supervisor to report to duty there was no doubt I was able to take on the challenges that plague public education.  Needless to say, I did not have a clue about some things such as the budget and the unbelievable amount of baggage students bring to school which negatively impact teaching and learning.

Analysis of within the Organization  

 In 2008, RUSD appointed me as the Directing Principal of Gilmore Middle School in Racine, Wisconsin.  GMS is an urban school with an extremely high special education population and 75% of the students are living below poverty. The Assistant Superintendent of RUSD, called me into their office.  During this intense meeting, my supervisor explained all of the problems associated with GMS and they did not fall short when communicating expectations.  My supervisor discussed and presented failing test scores and how students were not learning. My supervisor was also concerned with the community’s perception of the school.  My supervisor challenged me to make changes, but at the same time they did not offer many solutions to help bring about the needed changes that were so vividly described. My survival skills kicked in.  I decided to read, read, and read.  There was no one to turn to except myself.  I read Fullan, Marzano, DuFour, Ravitch, Diane, Tripp C., Daniel T. Willingham, David Conley, Hattie, and my favorite is Mike Schmoker.  Having the opportunity to attend a five days Differentiated Instruction Seminar, which certified me as a DI trainer was priceless.  The differentiation training gave me the capability to train my staff with confidence.  Attending research based conferences such as Douglas Reeves and Mike Schmoker’s conferences, allowed me the privilege to absorb valuable information to share with staff.  I also had the opportunity to sit in the same room with the magnificent Deborah Meier and be part of a conversation that matters.  As a result of GMS being a Title I school, administration was able to purchase current research-based curriculum and instruction books for the entire staff.  The essential books were read and modeled on Professional Development Day. As leaders for real change, administration eventually hired team-building consultants to come in and work with the faculty.  I realized the atmosphere was toxic and there was a lack of trust everywhere.  Some of the Title 1 budget was used to send multiple faculty members to professional development conferences throughout the country.  During the summer of 2008 and prior to the start of school, I asked certain charismatic teachers if they would be leaders in order to train and assist the rest of their young colleagues.  As a staff of learning leaders, we applied all new research-based interventions, strategies, and trainings and put them into practice.  Teachers were encouraged to meet on their on time because they did not share common preparation time.  Teachers met and worked together constantly, even outside their workdays.  The actions the teachers took upon themselves to collaborate during their summer vacation gave me the opportunity to measure how hungry they really were for real change that mattered.  It was apparent faculty members were willing and eager to take on the horrific challenges as well as, put their trust in me, the newly appointed “green” Directing Administrator.

As the newly appointed principal, there were a real concerns with the homes proximity to Gilmore Middle School.  Therefore, myself and the assistant principal decided to grab  pad and pencil.  We set out to knock on the doors of homes immediately surrounding GMS.  The citizens were shocked to see me at their front door.  I introduced myself as the new principal.  It was important for me to understand the community’s concerns and attitude regarding the students.  To my surprise, I was warmly welcomed and 100% of the community stated, “Since 1973, no principal had ever knocked on their door.”  This was my way of letting the community know that changing the negative perception of Gilmore was part of my vision and mission.

As the newly appointed administrator who understands the importance of effective teaching strategies, the entire first year the organization focused on effective strategies.  The entire staff received a free copy of Robert Marzano’s Classroom Instruction that Works.  After collaboratively studying the book as a staff, the practices were implemented.  Whenever administration went on walk-throughs for observations, some of the nine strategies had to be included in the teachers’ instructional delivery.  The few things mentioned above are examples of what it takes to be a successful transformational leader.

Transformational Leaders compromise their attention between action that creates progress and the mental state of their followers.  Transformational Leaders are people-oriented and believe that achievement comes first and enduring through deep and sustained and commitment.   However, the negative to being a Transformational Leader is leaders such as these tend to see the big picture, but not the details.  When organizations do not need transforming, then such a leader will become discouraged (Bass, 1990).  The knowledge and priceless experience gained over the years have truly aided me in becoming the 2011 Administrator of the year.  I enjoy the hustle and bustle of being a transformational agent.

Failure is not an Option, Dealing with Failure, Re-Do’s and Do-Over’s/Adaptive Change

To effectively meet the challenges associated with the multifaceted layers of education, leaders must pose a vast amount of knowledge regarding the biological and environmental aspects of learning.  Students are products of their environment.  Students enter school with very different life experiences.  The different experiences can very well impact student achievement (Wormeli, 2006).

As a building leader, it is imperative to ensure teachers and others are being fair across the board with fair grading practices in a truly differentiated classroom. During my initial year as building administrator, focused our attention on “The Zero” on the 100 points grading scale, the value of homework, and allowing do-overs or re-takes in mixed-ability classrooms.  Little did I the building administration realize that talking about something much lighter such as the death penalty would have been easier.  Teachers had severely strong opinions and not to mention there was push back from some of the old guards or veterans.  Nevertheless, consistent among those who had problems embracing any type of change that removed them from their comfort zone (Heifetz, 2002). Conversations around why we as an organization needed to embrace different grading practices were not being accepted by many of educators.

I tried making the case by disclosing the most effective grading practices provided reliable, specific, and timely checking for understanding designed to enhance student achievement (Marzano, 2007; O’Connor, 2007).  In the highly effective classrooms, grades are only one of several ways of feedback provided to students.  The benefits of effective grading practices are not limited to diminished failure of students.  When students’ failure is reduced, students’ attitude and behavior greatly improves, as a result, faculty esteem improves, resources allocated to remedial courses are reduced, and resources invested in electives and advanced subjects improve (Reeves, 2008). As the instructional leader, my moral compass led me to address why we collectively had to take the correct position as it related to appropriate grading. This was the adaptive change I was led to address.

Current Reality (Support and Obstruction)

There was an obligation on my behalf to do something about accurate grading.  Grading should only convey what the students understand (Kohn, 2011).  Inappropriate or appropriate behavior should be graded in another column when reporting grades.  To average students’ behavior with the students’ regular grades, which normally measure what students understand, falsifies what they children actually know (Wormeli, 2006).  Students fail courses, assignments, and tests daily as a result of inaccurate grading.  The Alliance for Excellent Education estimated the annual cost of high school failure exceeds $330 billion (“An Economic Case,” 2007).  However, this is not all as a result of ineffective teaching, learning, or grading.  Some failure exits due to students consistently being absent, as well as, poor student performance.

Despite the glaring research that revealed our current grading practices worked against students and the economy, administrators and teachers continued the practices such as averaging formative assessments with the summative assessment. Homework counting as much as 30% to 50% of the final grade and grading with the zero on a 100 points scale.  As leader, I felt it was absurd to say the least.  Students did not stand a chance with these flawed practices.  “Sometimes it was only after grading had ended that we realized just how harmful grading had been to students (Kohn, 2011).   On the other hand, it was motivating to know that many teachers were on board and they were open to change.  The support made it easier for conversation that led to eventually implementing accurate practices.  A teacher leader in the building didn’t really see any blind spots for fairly grading students.  She did point out that some of our educated parents will think we are dumbing down the curriculum.  Parents tend to judge school effectiveness based on the amount of homework a teacher gives.  Despite parents’ level of education, parents do not realize homework is a form of formative assessment.  Students may be less likely to turn in their homework once they realize it is of no value.  Therefore, to make sure students completed homework assignments, students had to complete all homework and tuned it in to the teacher in order to take the chapter test.  This practice held students accountable, but homework was not going to be 30 to 50% of students’ final grade. Though I did not like this practice of aligning homework with taking the chapter test, I had to compromise.

I continued making my case as to why we had to change, teachers who had been teaching for a decade or more were not necessarily on board with the research presented.  Naturally objections were raised to changing the way we  graded. Old habits were hard to break, but once parents and students had an understanding and were reassured of the new research-based grading practices, the new practices were  embraced by students and parents (Kohn, 1999).

Susan Brookhart (2011) suggests to get the conversation started about grading practices, it is important to have an understanding of the faculty as it relates to the research and their personal opinions about grading.  As the leading administrator of the building, it was important to gather information about what teachers actually knew about current research on effective grading.  A survey regarding grading was put in every teacher’s mailbox to complete.  Some of the research is shocking, but with more professional development these teachers can come to understand.  As a Transformational leader, it is imperative to not give up on naysayers, but instead, continue to expose and scaffold the naysayers.  Hopefully, the success of small to moderate gains will be enough to persuade them over, without compromising many of their existing effective teaching practices.

After analyzing the collected data on grading practices, it was apparent some teachers still needed time to understand that facts should trump ones’ opinion. Opinions are very seldom supported by research.  Unfair practices simply hurt students.  The data findings from the survey revealed that 60% of the surveyed participants disagree with current grading practices.  94% of the educators do not believe poor grades prompt students to try harder.  In other words, students give up many times due demonizing failure and not providing opportunities for re-teaching and retakes (Wormeli, 2006).  87% of the people who completed the survey believe zeroes do not have to be given to report a student’s missing homework or that he or she lack understanding of particular standard.  It is with sincere pleasure to report that 100% agree students should have opportunities for Re-takes, Re-dos, and Do-overs (Wormeli, 2007).  Overall, the data revealed the staff supported me as their Transformational Leader, the strong followers believes in me as trusted me as a leader.  The data also disclosed the teachers were opened to challenging the status quo; for the good of student success.  Because it matters!!! Nevertheless, there were challenges, barriers, and strong mental models.

Faculty’s Perception

Teachers gave consistent excuses to support their unfair grading practices.  These excuses range from “I am teaching the child about the importance of deadlines and responsibility” to “We are preparing them for society.” Wormeli (2007) states nothing could be farther from the truth. As directing principal of an urban middle school of 800 students surrounded by high poverty, I could not continue to allow teachers to unfairly grade students’ understandings of targets, benchmarks, and standards.  Human progress should not be measured with the 100 points scale.  The 100 points scale is not designed to measure human progress.  The three building administrators realized that teachers were sincerely trying to effectively implement differentiation in their classroom, but under-mind differentiation with their unfair grading practices.  It became apparent that administration leading from the balcony (Heifetz, 2002), had a moral imperative to bring these unfair assessing practices to light through simple and fair conversation.  Wheatley (2009, p. 7) states, “I believe we can change the world if we start listening to one another again.  Simple, honest, human conversation…  Not mediation, negotiation, problem-solving, debate or public meetings.  Simple, truthful conversation where we each have a chance to speak, we each feel heard, and we each listen well.

During professional development day, I took a risk by disclosing research by Guskey (2001), Wormeli (2006), and Reeves (2004, 2008) on why homework should not be averaged into the summative grade and how homework should be of no value due to homework being formative assessment and students should not be graded on new information in which they are coming to know (Wormeli, 2006).  Formative assessment is immediate data that drives instruction.  Teachers who had been teaching for a decade or more were not necessarily on board with the research presented.  Some teachers quickly reminded me, “anyone can make research say what they want it to say.”  This statement was a strong indication that getting total buy-in by all educators was off the table. This statement did not prevent progress because these types of opinions were expected.  After all, change is slow.  One would be naïve to think discounting homework would go over well.

Even though there is significant evidence supporting that grading with zero as punishment for missing assignments does not work, (Guskey, 2000) and the obvious mathematical defect in the use of the zero on a100-point scale (Reeves, 2004), the majority of teachers consistently decide to grade using the zero as punishment.  As leader of the building, I proposed to the staff, if you want to dramatically reduce student failure rates, start with discontinuing the use of zero and averaging homework into the final grade and allow re-takes because research suggest that one glove size does not fit all (Wormeli, 2007).  All students do not get it at the same time. Many times re-teaching is required. Rick Wormeli explains, in the larger world people are allowed re-takes on pilot test, CPA test, GMAT, teacher praxis exam, lawyers bar exam, LSAT, motorcycle license test, driver’s license test, and engineering exams for full credit.  Research shows that people learn more from failure than they do with consistent success.  Therefore, “Failure is Preferred.”  Wormeli explains it takes being exposed to something at least 24 times for 80% proficiency (Wormeli, 2006).   Opposing views of the zero claims students need to have consequences for failing to turn work in on time.  As administrator, I agreed but only if the zero is fully recoverable.  Giving zeroes on deadlines for homework and assignments is not teaching larger world lessons.  Instead, it is teaching to the conveyer belt.  Conveyer belt learning gives the child one time to show evidence of understanding.  “Only a weak teacher does not allow retakes” (Wormeli, 2006).

The most effective grading practices provide reliable, specific, and timely checking for understanding designed to enhance student achievement (Marzano, 2007; O’Connor, 2007).  In the highly effective classrooms, grades are only one of several ways of feedback provided to students.  The benefits of effective grading practices are not limited to diminished failure of students.  When students’ failure reduces, students’ attitude and behavior greatly improves, as a result, faculty esteem improves, resources allocated to remedial courses are reduced, and resources invested in electives and advanced subjects improve (Reeves, 2008).  This seems to be a non-negotiable.  Although changing a grading system is colossal task to conquer, the benefits are so huge it is worth doing.

To help change this unfair grading practice, the leaders and others must create a sense of urgency.  Identify the accurate cost of inconsistent grading procedures. Second, administration should recognize teacher leaders who are already improving policies.  They may have already eliminated the unfair practice (Reeves, 2008).  Third, administration should gather facts and evidence that will give a great reasoning for decision making.  Finally, reassure parents, students, and teachers that certain things will not change.  Students will be required to have letter grades, transcripts, honor rolls, IEPs and everything else they have always had as part of the system.  However, they will not have irrational grading policies that give students large discrepancy and misrepresentation in their work. The next section of this article explains some of the important action steps taken to be inclusive and collaborative with all stakeholders.

Procedures for the Implementation Accurate Grading

  Like almost all other complex traditional social organizations, the

Schools will accommodate in ways that require little or no change…

The strength of the status quo—its underlying axioms, its pattern of

Power relationships, its sense of tradition and therefore what seems right,

natural, and proper—almost automatically rules out options for change.

Seymour Sarason (1990, p. 35).

Downloading—Schools and districts sincerely interested in reforming grading practices first, must hold conversations about it in ways that challenge colleagues on the questions that matter and leads to change (Brookhart, 2011).  It is necessary to focus on the main issue.  The main issue should not focus on what scale to use, how much to report performance, how many grades to average or combine, or how to connect them.  Susan Brookhart (2011) believes these secondary concerns can be decided only after the main questions are answered.  The main questions should ask: “What meaning do we want grades to communicate?”  Who is (are) the primary intended audience(s) for this message?”  Brookhart states, “Grades are not about what students earn; they are about what students learn.” The next main question should ask, “To what degree do you and your colleagues believe that?”  If the organization does agree, “What are the advantages to you and your students?” These questions mentioned lead to the right discussion that puts the organization on the right track for change that accurately assess students’ understanding of content.

Talking nice—Brookhart (2011) states to get things started, faculty should come together in small groups in order to have each member disclose his or her approval or disapproval of the four discussions questions.  It is important to poll the groups to see where there is agreement (checks); and disagreement (X’s); and unsure or mixed opinions (some of each).  Afterwards, begin the conversation with the areas of agreement (Brookhart, 2011).

Debate—Secondly, Brookhart (2011) discusses the importance of randomly assigning teachers the pro and con position for the initial discussion with four or five members, on each side despite the teachers’ position on grading (p. 12). Next, it is important to have teachers prepare for a debate in which they apply that position and support it with concrete logic and supporting evidence.  This includes evidence that they find in resource material.  “The teams’ presentation should include anticipating the arguments of the opposing side and preparing a defense for these, also using logic and evidence” (p. 12). (Dialogue or reflective inquiry) Once the formal debate has taken place, the entire faculty can reflect on what was learned.

When schools and districts start conversation on grading practices, they have an agenda.  If this is the case, the agenda should be transparent.  Nevertheless, this does not mean the discussion should be about how to make members of the organization support the agenda.  All stakeholders should be heard, and people’s right to hold them should be accepted.  When this happens, teachers and others will be more open to new ideas; even the positions including the ones that challenge their own views that come from peers who understand their stance and why.

Districts and schools that decide to focus on accurate grading for student success engage in professional development that focus on “Learning” as well as to how to implement new grading procedures.  However, what many districts find out when they take on this monster of changing grading practices, they have questions about (blind spot) “Learning” (Brookhart, 2011).   (Presencing) In order to be successful with fair grading practices, Brookhart (2011) explains why teachers must develop teaching and learning techniques, checking for understanding strategies, as well as coaching strategies.  Brookhart goes on by elaborating on the need for teachers to develop skills around differentiating instructions effectively.

Finally, to seriously reform grading, start by having conversations on the issues that matter about what grades should represent and who the primary audience for grades should be.  Effective conversations about grading must focus sincerely with educators’ lifelong beliefs and secured practices.  The organization is required to have discussions about foundational issues, not details (Brookhart, 2011).  Challenge other positions with respect and look for the underlying concerns.  Everyone part of the process is valuable and hopefully with success the naysayers will hop on board the wagon of consistent student success.

Yes, there were reluctant teachers, however, many teachers started embracing the idea of fair grading.  The faculty discussed the changes during their PLC meetings.  The teachers submitted their discussions to administration through email.  They started letting go and emerged with adaptive change.  There are no words to describe how pleased I was to know that my faculty had an open heart and open will to change unfair to more accurate grading for the sake of the student achievement.  Changing the culture of the school to a more sound grading practice will breed conflict, confusion, and it challenges competence.  As a result me realizing this,  it was imperative for me as a leader to take things slow and scaffold teachers along the way.  Implementing different grading practices had to happen on many levels.  To successfully promote the change, it took more than one year and it had to be a collaborative effort.  I understand this process is time consuming nevertheless, administration should be willing to stay the course.  Administration cannot be the only cheerleaders for much needed change.  All internal and external stakeholders are essential for any adaptive change to be a success.

 

REFERENCES

An economic case for high school reform (Editorial). (2007, November 1).

Minneapolis Star Tribune. Available:

www.startribune.com/opinion/editorals/11148976.html

Bass, B. M. (1985). Leadership and performance beyond expectation. New York: Free Press.

Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, (Winter): 19-31.

Brookhart, S. (20ll). Starting the conversation about grading. Educational Leadership, 69(3), 10-14.

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National Trends vs our Middle School Data

The chart reflects the nation’s growth, or the lack thereof. I am simply stating the facts. These challenges we face as a district require all of us working collaboratively and
cooperatively. The only things that have risen is cost of employees and the cost to educate students. Academic scores have remained flat since 1970 when considering the entire USA.

The trends I mentioned above don’t tell the full picture. Nationally and locally, there are achievement gaps. He is how gaps were narrowed at Columbia Public Schools over the past year, particularly for African-American students.

I am very excited about the growth. This is awesome and an indication of the hard work and dedication of secondary administrators. We have tremendous momentum and we will keep up the great work in order to do even better for all students.

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Teaching history through Music

Dr. Kevin Brown teaching young students about different kinds of saxophones and the history of America’s Classical Music known as Jazz.
The students were not aware of the the contributions made by African American musicians. The students were attentive and had very good questions about the saxophones and Jazz Music. They also had lots of questions about sheet music and how were people able to read black dots to make music.
I was so very proud of the students. They even shared some of the things they are doing around the arts.